Chapter 6: Affinity Spaces
1. Give an example of a "community of practice" in which you are currently participating in.
I'm involved with the Percussive Arts Society.
2. Why is the term "community" better defined in relation to spaces rather than groups of people?
The author states in the book that "the key problem with notions like community of practice is that they make it look like we are attempting to label a group of people."
3. What is a "generator"? What is it's counterpart in school?
Whatever gives a space content.
4. What is a "content organizer"? What is it's counterpart in school?
A content organizer is exactly what the term implies. It organizes its contents based on its design. In school's this can take the shape of group discussion, lab work, or simple question and answer sessions with the teacher.
5. What is a "portal"? What is it's counterpart in school?
A portal is any way that will give access to the content or any way of interacting with the content. This can be achieved with a group or by oneself.
6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?
You can't really pinpoint one affinity to a group of students. Everyone has their own affinities that can come from a number of things - home life, personal experiences, etc. A "good" teacher will be willing to take notice of these affinities and try to adapt lessons and/or classroom activities to encourage these affinities.
7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics to make connections between "affinity spaces" and inclusive classrooms.
Inclusive classrooms are supposedly are sharing common learning styles with each student regardless of education level. The author, talking about affinity spaces, says, "newbies and masters and everyone else share common space."
8. How are traditional classrooms different from "affinity spaces"?
Affinity spaces allow a lot of sharing within the classroom whereas traditional classrooms did not allow much sharing between the students.
1. Give an example of a "community of practice" in which you are currently participating in.
I'm involved with the Percussive Arts Society.
2. Why is the term "community" better defined in relation to spaces rather than groups of people?
The author states in the book that "the key problem with notions like community of practice is that they make it look like we are attempting to label a group of people."
3. What is a "generator"? What is it's counterpart in school?
Whatever gives a space content.
4. What is a "content organizer"? What is it's counterpart in school?
A content organizer is exactly what the term implies. It organizes its contents based on its design. In school's this can take the shape of group discussion, lab work, or simple question and answer sessions with the teacher.
5. What is a "portal"? What is it's counterpart in school?
A portal is any way that will give access to the content or any way of interacting with the content. This can be achieved with a group or by oneself.
6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?
You can't really pinpoint one affinity to a group of students. Everyone has their own affinities that can come from a number of things - home life, personal experiences, etc. A "good" teacher will be willing to take notice of these affinities and try to adapt lessons and/or classroom activities to encourage these affinities.
7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics to make connections between "affinity spaces" and inclusive classrooms.
Inclusive classrooms are supposedly are sharing common learning styles with each student regardless of education level. The author, talking about affinity spaces, says, "newbies and masters and everyone else share common space."
8. How are traditional classrooms different from "affinity spaces"?
Affinity spaces allow a lot of sharing within the classroom whereas traditional classrooms did not allow much sharing between the students.
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